Preparing Assignments

This booklet accompanies the Skills for OU Study website: www.open.ac.uk/skillsforstudy

Skills for OU Study


Preparing Assignments

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ISBN 978-0-7492-1265-0
1.1
Skills for OU Study


Preparing Assignments

Writing good assignments may not come naturally to any of us but you
will find useful guidance and tips here. This booklet accompanies the
Skills for OU Study website
http://www.open.ac.uk/skillsforstudy, which contains advice, quizzes and
exercises to help you improve your assignments.
5 Contents
Contents
1 Types of assignment 7
2 The stages of planning an assignment 13
3 Understanding the question 21
4 Introductions and conclusions 23
5 Writing paragraphs 25
6 Paraphrasing, quoting and referencing 27
7 Choosing a writing style 29
8 Improving your written English 31
7 1 Types of assignment
Types of assignment
University courses differ in the types of assignment required. You
could be asked to complete any of the following.
Essays
Reports
Oral assignments
Short-answer assignments
Computer-marked assignments
End-of-course assessments
We describe each of these briefly below but your course materials
will give you a much better idea of what is required from you.
I feel Im putting myself up just to be shot down. Im really
exposing my weaknesses.
You may feel a little lost when faced with your first assignment but
dont worry, you are not expected to perform perfectly right from the
word go. You will have to be patient and you can expect your skills to
improve over time.
1.1 Essays Essays Essays
Essays have an introduction, a body and a conclusion. Each of these
has a different function.
The introduction (around 510 percent of the word count) should
outline the main subject of your essay, identify what your main
argument will be and indicate the stages of your argument. Restating
the question title in some way is often a good way of outlining your
subject, as is highlighting any major issues that are involved.
The body of the essay (around 8090 percent) is where you set out
your main argument. It should have a narrative flow that highlights
the sequence of the different points in your argument. Your reader
should be able to follow a coherent and continuous story from start
to finish.
The conclusion (around 510 percent of the word count) should
summarise the issues you have raised in the body of your
assignment and tie up any loose ends in your argument. It should
emphasise the key elements of your argument and its often a good
idea to make reference once again to the question title.
1
Essays have an
introduction,
a body and a
conclusion. Each
of these has a
different
function.

8 Preparing Assignments
1.2 Reports Reports Reports
Reports are broken up into discrete sections that vary according to
the type of report you are asked to write. Some types of report may
require all of these sections. For other types of report you might not
need to include a methodology section, for example. You should
check with your tutor and your course materials for details on the
type of report and the sections you need to include.
The sections of a report
Title
Abstract (or executive summary)
Introduction
Methodology
Results (findings)
Main body (discussion)
Conclusions
References and acknowledgements
The abstract is a self-contained, brief summary of the report,
describing its scope and main findings. This is written last as you
need to complete the work that you do on the report before you can
adequately describe it.
The introduction gives the purpose and scope of the report and there
is often a set way of writing it. Outline the aim of the investigation
or experiment and list the objectives or intended outcomes. Your
introduction should also provide background information to clarify
why the investigation was undertaken. Conclude your introduction
with a sentence that leads into the body of your report.
The methodology section, where required, is used to describe each
step of the research you conducted. For example, did you conduct
interviews or experiments, and if so with whom? How did you
measure your results?
The results section describes the findings of your research in a clear
and concise way. Dont go into the implications of your findings here;
that is covered in the main body of your report. Tables, graphs and
diagrams are useful ways in which to present quantitative findings.
The body of your report may be broken into sub-sections, which
you might want to number. There may be particular requirements
Reports are
broken up into
discrete sections.
Check your course
materials for
advice on the type
of report that is
required and the
sections you need
to include.
9 1 Types of assignment
regarding how you order the information in the body of your report for
your course. It may be presented:
in chronological order
as a statement of the problem, followed by an analysis of possible
courses of action and ending on a recommendation
as the pros and cons for a particular proposal followed by the
recommended action.
However you organise the body of your report, you will be expected
to discuss your findings in detail by analysing and interpreting your
results and explaining their significance.
The conclusion should be brief it serves to sum up the main
points of your report in the same way as it would in an essay-style
assignment. No new information or points should appear in your
conclusion.
1.3 Oral assignments Oral assignments Oral assignments
Oral assignments are used in language courses, where you are
expected to record yourself speaking in the foreign language you are
studying. Making notes to refer to when you record your submission
will help you. However, it is important to keep your delivery natural
and to avoid the monotonous result that comes from reading directly
from a script. Try to use notes as an aide-memoire rather than a
script, just glancing at them from time to time to refresh your memory
and have some phrases ready, such as: first of all, secondly, by
contrast, to conclude.
Write up or down arrows above those parts of a sentence where your
voice should rise and fall the intonation pattern.
Highlight key words or those you find difficult to say, and underline or
highlight the particular parts of unfamiliar words or phrases to show
where the stress or emphasis falls. For example, in English:
emphasis, pattern
and in French:
touristes, table
Make your notes simple enough and your writing large enough to
follow easily. Complex or detailed notes in small writing are difficult to
use. Notes are more useful than full sentences.
The body of your
report may be
broken into
sub-sections,
which you might
want to number.
In your report, you
will be expected
to discuss your
findings in detail
by analysing and
interpreting your
results.
10 Preparing Assignments
Practise speaking your responses for the assignment before you
record your voice. Make sure that you state your name, course,
your Personal Identifier (PI) number and the time length of the
presentation on the recording. Always check afterwards that the
whole of your presentation has been successfully recorded.
Practise recording with different volumes, to find out which volume
setting works best and how far from the microphone you need to be
while you record.
1.4 Short-answer assignments Short-answer assignments Short-answer assignments
These assignments, or parts of assignments, are broken into several
sections, each of which requires a short and succinct answer. The
length of the answer required could be anything from 30 words to
500 words.
Short-answer questions are designed to test your:
knowledge and understanding of ideas and facts; or
skills in applying a particular process to data or information.
It may seem easier to provide short answers than long essays,
but it is just as important to read the question carefully and to take
account of the process words (see Section 3.2). It is all too easy to
wander away from the subject matter, and to overshoot word limits
by including irrelevant information. Remember to be concise, keep to
the point and stay within the word limit.
As your answer will be short, there will be less of an emphasis on
the structure of your answer, however, you should try to write a full
explanation rather than a series of bullet points.
The question set may involve manipulating some given data. This
may be mathematical formulae or equations or chemical information.
You should demonstrate the thinking behind your answer, rather than
simply giving the answer. This will involve showing the logical steps
you have taken on the way to achieving your answer.
Diagrams, tables and graphs are often used in written assignments
and these can be a useful and colourful way of presenting
information. They can also help you to keep the word count down.
It is easy to
overshoot
word limits in
short-answer
assignments by
including irrelevant
information.
Remember to be
concise.
11 1 Types of assignment
1.5 Computer-markedassignments (CMA) Computer-markedassignments (CMA) Computer-marked assignments (CMA)
Some courses use computer-marked assignments (CMAs). The
questions have multiple-choice answers and you usually mark a box
next to the answer you think is correct. Although you are provided
with the potential answers you will find that CMAs can be just as
challenging as other forms of assignment and require a good deal of
thought about which answers are correct.
Multiple-choice questions test your knowledge of factual aspects
of the course. The format of the questions may vary. For example,
some might ask you to choose a correct statement from a selection
of statements. Others might present you with some information, a
question based on that information and then a selection of answers to
choose from.
As the selection of answers you are given for a question sometimes
vary only subtly, it is essential that you read the question carefully. It
will contain the information that you need to make the correct choice.
However, try not to labour too hard over any question. If you are at
risk of working on a question all night long, remember that it might
constitute only a small proportion of the overall marks. If you find that
you are stuck on a particular question, try leaving it and returning to it
later on.
If your course contains CMAs, you should refer to your course
materials to find out more about how you may complete and submit
your CMAs.
CMAs can be just
as challenging as
other forms of
assignment and
require a good deal
of thought about
which answers are
correct.
12 Preparing Assignments
1.6 End-of-course assessments (ECA) End-of-course assessments (ECA) End-of-course assessments (ECA)
ECAs are used on some courses instead of a traditional examination.
The main difference between an examination and an ECA is that the
ECA can be completed at your home rather than in an examination
hall on a set date. It is sometimes completed at your own pace and
so can feel a little like an ordinary assignment. However, because it
replaces an examination, you cant pass the course without doing it
and your ECA score is one of the main factors used in determining
your course result.
ECAs sometimes involve you doing a little research and very
occasionally are collaborative.
The arrangements for ECAs vary from course to course so make
sure you refer to your course materials for details.
Visit http://www.open.ac.uk/skillsforstudy/ to find out more detail
about the type of assignment you need to write.
13 2 The stages of planning an assignment The stages of planning an assignment
The stages of planning an
assignment
There is no single correct way of writing an assignment. However,
there are some common principles and processes that will help keep
you on track while you are putting it together (see Figure 1).
2
Figure 1 The seven stages in planning your assignment.
Different academic disciplines require different types and styles of
writing. So always read the assignment handbook or guidelines for
your particular course carefully, and ask your tutor if you are not sure
about anything.
2.1 Creating your own strategy Creating your own strategy Creating your own strategy
Creating your own strategy is all about knowing what the assessment
requirements are for the course and deciding what result you want
to get. If you know what is required to pass the course, and what is
required to get a distinction, then you can decide what is feasible for
you. Some students have busy lives and are time-limited. They may
therefore decide to do just what is necessary to pass the course.
organise
what to do
drafting
checking
sending it in
knowledge
needed
your
strategy
getting
it back
next
assignment
your OU
assignment
14 Preparing Assignments
Other students might have more time and want to devote it to doing
well in assessments.
Check your course calendar for assignment deadlines and start to
think about allocating time to the work needed.
If you think you might have problems meeting the deadline for a
particular assignment then get advice from your tutor or your regional
centre before the cut-off date.
To find out about the rules for submitting assignments, how to
manage your time and studies and where your regional centre is go
to http://www.open.ac.uk/skillsforstudy/
2.2 Knowing whats needed Knowing whats needed Knowing whats needed
Make sure you know what is required from you for each assignment.
Look at your course materials to find out what type of assignment
you are expected to do.
It may be that your assignment is divided into separate sections,
each allocating different marks. Make sure you know what is required
of you and that you dont miss anything out. You also need to know
what word limit you should keep to, as exceeding the word limit may
lose you marks.
I have no idea of where to begin. The last assignment
I wrote was when I was at school.
Take time to understand what the assignment is asking from you. You
can discuss any questions you have about the assignment with your
tutor, study advisor or your fellow students.
Make sure you keep the assignment task in front of you throughout
the whole process from start to finish; keeping your eye on the
question will keep you correctly focused.
2.3 Organising what to do Organising what to do Organising what to do
As you gather your notes and relevant course materials, you need
to make decisions about what topics and evidence you want to use
in your assignment. If you need to include quotes and evidence then
make a note of the sources they come from (e.g., books or articles)
so you can more easily compile your reference section.
When you are ready to go into the detail of what it is you want to
write, try compiling a list or using a mind map to organise your
Some students
have busy lives
and may therefore
decide to do just
what is necessary
to pass the course.
Other students
might have more
time and want to
devote it to doing
well in assessments.
Take time to
understand what
the assignment is
asking from you.
Organise your
thoughts by
compiling a list or
using a mind map
to create a plan.

15 2 The stages of planning an assignment The stages of planning an assignment

material into a plan. This process helps you to make choices about
what needs to be included, what doesnt and which order the points
should go in. Plans help you to keep to the question. Try comparing
your plan to the assignment task to see if you are still heading in the
right direction. Plans also make your drafting process easier as you
dont need to keep everything in your head: instead you write it down
in your plan. (see Figure 2).
Figure 2 Mind mapping can be a productive way of getting your ideas to flow
When you come up with ideas for your assignment, try not to hold
yourself back. Give yourself the freedom to jot down all the words,
phrases and names that come to mind. You can always cross them
out later on if you change your mind about how relevant they are.
2.4 Drafting Drafting Drafting
Dont expect to write perfect text at the first go, you will need to
spend time going back over and rewriting or reorganising your
paragraphs.
When you come up
with ideas dont
hold yourself back.
Jot down all the
words, phrases,
names and dates
that come to mind.
word
safety
hospital
privacy dignity
public
vs
private
in caring
sensitivity
of cases
sensitivity
professionalism
private
house
carer in
house
care
home
create personal
space in
public area
safety/
observation
expectation of
privacy
16 Preparing Assignments
First draft
If you are writing an essay, consider how your argument will progress
throughout your assignment. Your ideas should lead logically from
one to another until you have built the overall thesis of your essay. To
do this you need to put the separate ideas that you have generated
into a sequence.
Try writing your ideas on the right-hand side of a piece of paper and
map each one to a particular part of your essay (see Figure 3).
Consider how
your argument
will progress
throughout your
assignment. Your
ideas should lead
logically from one
to another.
When you construct your paragraphs, make sure that you:
describe the idea clearly
give reasons for its relevance to the essay question
provide evidence to back up the idea.
The evidence you use to back up your ideas can take the form of
direct quotes from books and articles or a simple paraphrasing of
someone elses argument or theory. In either case it is essential that
you properly reference the evidence you use.
Assignments need a narrative flow. If the main points in your
assignment are not linked to one another, your assignment will
appear to consist of a list of unrelated points. Knowing how to
use linking words and phrases (such as however, nevertheless,
consequently) is an essential part of writing for any audience (see
Section 5.1).
To see how the mind map in Figure 3 might look in essay form
and to find out more about linking words go to
http://www.open.ac.uk/skillsforstudy/
17 2 The stages of planning an assignment The stages of planning an assignment
Figure 3 Once you
have come up with
the ideas you want
to write about, you
need to sequence
them into a logical
progression

18 Preparing Assignments
Second draft
Once you have finished your first draft you may find that a lot of
further work might be needed on it. While you go through your
second draft stage you need to check the logical order of your
argument. You might find that you need to change the order of some
points. However, be wary of introducing errors when you do this:
although cutting and pasting in a word processor is a handy tool it is
very easy to overlook problems with grammar and logic.
At this stage you should also go through your references to make
sure that you havent missed the details of any of your quotes or
other supporting evidence.
Finally, an essential part of the drafting process is acknowledging
when to let go! It is all too easy to continue to edit your assignment
without seeing very much benefit.
2.5 Checking Checking Checking
Once you have finished drafting the content you should check that
you have included your name and Personal Identifier (PI) number on
every page and that the assignment or question titles are included.
Before you print your final clean copy also ensure that the correct
formatting is used, for example, 1.5 line spacing (check your course
materials for further details) and that the pages are numbered.
Checking your grammar, punctuation and spelling can help you
improve your marks.
Although this stage is important you shouldnt spend too much time
on checking. Remember to let it go!
2.6 Sending it in Sending it in Sending it in
Check your course materials to find out how you are expected to
submit your assignment and the cut-off date for its receipt make
sure you allow enough time for it to be delivered.
2.7 Getting it back Getting it back Getting it back
This is also an essential part of the assignment process. Part of
the purpose of this is to help you improve your skills for the next
assignment, so reading the feedback is important.
Cutting and
pasting in a word
processor is a
handy tool but be
wary of introducing
errors.
Include your name
and PI number on
every page and add
the assignment
title to the first
page of your
assignment.
Take time to
go through the
feedback carefully
and identify how
you can improve
your mark in
future.
19 2 The stages of planning an assignment The stages of planning an assignment
Although you will first want to see what mark you have achieved,
take some time to go through the feedback comments carefully.
Identify how you can improve your mark in future. If you have any
queries about anything said in the feedback, ask your tutor or study
advisor.
Visit http://www.open.ac.uk/skillsforstudy/ to find out more about
starting the writing process. You can find out more about how to kick
start your thinking, how to craft your writing and decipher assignment
questions.
20 Preparing Assignments
21 3 Understanding the question Understanding the question
Understanding the question
Before you begin to tackle your assignment, you need to make sure
that you understand what it is asking you to do.
Every question has key words, and identifying them will help you
decide what the assignment is about and what you have to do.
Content key words tell you about the topics to be focused on and
process words tell what you must do with the content.
First look carefully at the question and identify the key words or phrases.
3.1 Content words Content words Content words
Here are some examples of content words in two assignment titles.
Compare your own education to date with that of one of your
parents, one of your children (if you have any) or a friend
from a different generation. Which points of comparison seem
important to you and why?
Using examples from the case studies of J ean and Emma in
Chapter 5 show how the local environment, including housing,
can influence health and well being.
3.2 Process words Process words Process words
These are the words in the question title that tell you what you should
do with the subject matter. For example, you might be asked to
compare two theories or to justify someones ideas. Some of the
most common process words are shown in the table below.
3
Compare Show the similarities and differences and, perhaps, reach
conclusions about which is preferable.
Contrast Focus on the differences, although you may also note that there are
similarities.
Criticise/
Evaluate
Make a judgement (but dont give a personal opinion) about the judgement (but dont give a personal opinion) about the (but dont give a personal opinion) about the
merit of theories, or opinions, or about the truth of information,
backed by a discussion of the reasoning involved and by evidence
from the course materials.
Define Give the exact meaning of a word or phrase. In some cases you
may need to give different possible definitions.
Discuss Explain, then give two sides of the issue and any implications
Explain Give details about how and why it is.
J ustify Give reasons for a point of view, decisions or conclusions. Also
mention any main objections or arguments against.
Every question
has key words,
and identifying
them will help you
decide what the
assignment is
about.
Process words in
the question title
tell you what you
should do with the
subject matter.
For example,
compare two
theories or justify
someones ideas.
22 Preparing Assignments
Here are those question titles again, this time the process words are
in bold.
Compare your own education to date with that of one of
your parents, one of your children (if you have any) or a friend
from a different generation. Which points of comparison seem
important to you and why?
Using examples from the case studies of J ean and Emma
in Chapter 5 show how the local environment, including
housing, can influence health and well being.
As you can see content words are those that contain the content
of the question. The process words are those that tell you what to
do with the content. Note that there is an implied process word in
the final sentence of the first question but the question is essentially
asking you to explain why you think the points of comparison youve
chosen are important: Explain which points of comparison seem
important to you and why?
23 4 Introductions and conclusions Introductions and conclusions
Introductions and conclusions
4.1 Introductions Introductions Introductions
The length of your introduction should be in proportion to the length
of your essay. It should be between five and ten per cent of the total
word count. Try to keep to one paragraph, especially if the word
limit is under 1000 words. For a longer essay you may write several
paragraphs.
The function of an introduction is to identify the main question or
issue and introduce and define the key words or terms. You should
highlight major debates that lie behind the question and signpost the
stages of the content or the argument.
You may want to write the introduction before you start, in which case
its a good idea to check and revise the wording for accuracy after
youve written the first draft.
For report-style assignments, there is often a set way of writing the
introduction. The aim of the investigation or experiment should be
outlined, listing the objectives or intended outcomes. You should
also provide background information in order to clarify why the
investigation or experiment was undertaken and perhaps what you
dont intend to write about thus indicating the scope of your report.
Finish your introduction with a sentence that leads into the body of
your report.
4.2 Conclusions Conclusions Conclusions
Your conclusion should demonstrate that you have answered the
question set for the assignment. You can do this by:
making reference to the key words (both process and content) in
the title
summarising the key elements of your argument and the main
content of the body of your essay or report
perhaps (especially in a report) suggesting what needs to be
considered in the future.
4
Introductions
identify the main
question or issue.
24 Preparing Assignments
Conclusions shouldnt be too long. For an essay or report of fewer
than 1,500 words a concluding paragraph of 50100 is probably
sufficient. It shouldnt be longer than the introduction.
Avoid introducing new ideas or examples into your conclusion.
Summarise only the main points and dont repeat examples.
Use your conclusion
to demonstrate
you have answered
the question and
to summarise your
main points.
25 5 Writing paragraphs Writing paragraphs
Writing paragraphs
Paragraphs divide the writing according to topics or major points.
Each paragraph should contain one main idea or topic and you
should be able to identify what that is. The sentences in a paragraph
should contribute individual points to that main idea. Although you
may find it difficult at first to distinguish where you should start a new
paragraph, you will become better at it over time.
The start of each new paragraph indicates a change of focus.
Paragraphs sometimes start with a topic sentence to introduce the
new focus, and subsequent sentences then expand upon the topic.
Sometimes, however, the topic of the new paragraph only becomes
clear over several sentences.
Paragraphs can help the reader identify the progression of your
argument. When each paragraph contains a new main idea, the
reader has a visual clue as to when your argument is moving on to
the next stage.
Common mistakes include making each sentence a new paragraph,
or, at the other end of the spectrum, having no paragraphing in your
writing at all. Poor paragraphing makes it very difficult for your reader
to follow your argument (see Figure 4).
5
Figure 4 a) Putting no paragraphs in turns your assignment into one long block and makes it
very difficult to read. b) Making every sentence a new paragraph can make your assignment
feel like a list. c) A well structured assignment is immediately apparent to the eye.
(a) (b) (c)
If you find it difficult to know where to start a new paragraph, try using
mind maps to help identify the logical divisions in your argument
they can help you separate your ideas from each other. Making
prcis notes in the margins of your draft might also help you decide
where one idea ends and the next starts.
Paragraphs
divide the writing
according to
topics or major
points.
Paragraphs can
help your reader
identify the
progression of your
argument the
reader has a visual
clue as to when
your argument is
moving on to the
next stage.
26 Preparing Assignments
5.1 Linking words Linking words Linking words
Linking words help to make your argument flow, and once you have
sorted out where your paragraphs start and end, they will help you
link those ideas into a coherent whole.
Linking words remind the reader of the thread so far and provide
signposts to what is coming later (see Figure 5). They can be used to
link ideas in a sentence
link sentences
link paragraphs.

Try using some of the following linking words in your next assignment.
To add a point
and
also
In addition
Similarly
Not only but also
Moreover
Furthermore
To contrast two points
but
However
although
On the one hand on the
other hand
Yet
Nevertheless
To note consequences
because
as
since
So
Therefore
As a result
Consequently
To illustrate, or give an
example
for example
that is
namely
To move on to the next
point
Then
After this/that
Subsequently
To summarise or conclude
Finally
In conclusion
To conclude
To summarise
In sum
Figure 5
Linking words are
an essential part
of any writing
Linking words,
such as
nevertheless and
furthermore can
help to make your
argument flow.
27 6 Paraphrasing, quoting and referencing Paraphrasing, quoting and referencing
Paraphrasing, quoting and
referencing
Whenever you mention another persons publication, idea or
theory, you must acknowledge the source of the material. In your
assignments you are usually expected to include information and
ideas from your course books. You must never let the reader think
that you are claiming the idea or information as your own. If you dont
acknowledge the source, and especially if you copy the exact words,
you run the risk of being accused of plagiarism.
Youll usually find information about avoiding plagiarism and the
style of referencing preferred by your course in your assignment
guidelines sent out with your course materials.
6.1 Good habits Good habits Good habits
You can make writing assignments and avoiding plagiarism much
easier by being rigorous in your note-taking habits. While you are
reading through your materials, if you take note of a particularly
useful quote or if you paraphrase an idea you should also record
where it came from. Use the bulleted list below as a guide.
6.2 Referencing Referencing Referencing
A full reference includes a short in-text reference to each source, with
a list of the full details at the end of the assignment. The purpose of
a reference is to enable your reader to find the original publication
from which you drew your evidence, or upon which you based your
argument.
6
Whenever
you mention
another persons
publication, idea
or theory, you
must acknowledge
the source of the
material.
References usually comprise the following information:
author name and initials
year of publication
title of chapter and book (or title of article and journal)
name of publisher
place of publication.
28 Preparing Assignments
The exact format of references varies between academic disciplines
and courses so it is a good idea to check your assignment handbook
for information on what style of referencing is preferred. One guide is
to see how they are handled in your course materials.
6.3 Paraphrasing Paraphrasing Paraphrasing
Most of your assignment writing will consist of paraphrasing the work
of other people. It is a most important skill in academic writing.
When you paraphrase someones argument, you restate their
argument but in your own words. You need to make clear that it is
someone elses work that you are building upon. You can do this
simply by mentioning the authors name, as in the following example,
and then listing the full reference details at the end of the assignment.
Halliday (1978) claims that children develop their language by
interacting with those around them.
An important end result of writing ideas or concepts in your own
words is that you gain a deeper understanding of the material you
are writing about.
6.4 Quoting Quoting Quoting
If you find that an author has summed up an argument in a
particularly convincing way, you may want to quote them directly.
When you quote a persons precise words, put their words in speech
marks ( ).
Halliday (1978, p.1) claims that A child creates, first his child
tongue, then his mother tongue, in interaction with that little
coterie of people who constitute his meaning group. ...
You can either insert this quote into the body text of your writing, as
above, or you can use a display quote style, separating it from your
body text, placing it on the next line and indenting it, in which case it
is usual to omit the speech marks.
Although quotes can be a good way to add interest to your writing,
you must be careful not to rely on them too much. A quote should
back up the argument that you yourself are making, it shouldnt make
the argument for you.
It is a common mistake to let the quote do all the explanatory work,
so remember, write in your own words and use the quote simply as
supporting evidence for your argument.
Paraphrasing
means re-writing
someones
argument in your
own words.
When you quote a
persons precise
words, put their
words in speech
marks.
Dont let the
quote do all the
explanatory work.
Write in your
own words and
use the quote
as supporting
evidence for your
argument.
29 7 Choosing a writing style Choosing a writing style
Choosing a writing style
The purpose of academic writing is always the same: to take a topic
and put forward ideas and reasons that explain it, using words,
quotes, statistics, practical examples drawn from experiment or
diagrams.
Academic writing needs to sound more formal, or impersonal, than
most other writing styles. However, academic disciplines do vary
in the way language is used. So what is expected of you in your
writing may differ depending on whether you are doing, for example,
a course from an arts or a science discipline. The best guide to how
you should express yourself in an assignment is the course materials
themselves. Look at your text books and at your assignment
handbook.
I enjoy writing, but there seems to be a mystique to this kind of
academic writing that I cant fathom.
Take note of feedback from your tutor on your previous assignments.
Your tutors will give you guidance on how to hone your writing skills
for your next assignment.
In some academic writing expressing yourself in the first person is
acceptable (e.g., I think that ). However, on most occasions the
passive voice (e.g., it is thought that ) is preferred as it is more
impersonal and objective.
7
The best guide to
how you should
express yourself
in an assignment
is your course
materials ... take
note of your
tutors feedback
on your last
assignment.
Make your writing
concise by cutting
out redundant
words.

30 Preparing Assignments
Tips on writing style and expressing yourself well
Avoid colloquial and idiomatic language.
Learn to avoid personal pronouns such as I, we, you.
Try to use objective language. Useful phrases are: It
can be argued that , rather than I think that.
Make your writing concise by cutting out redundant
words, for example: absolutely essential (just say
essential); combined together (just say combined);
The great majority of (just say the majority of, or even
most).
Be aware of specialist terminology. Sometimes words
are used in different and very precise ways, for example,
the words mouse and window are used in a particular
way in computing. In science, melting is not the same
as dissolving.
Use a thesaurus to help you avoid using the same word
too often.
Make sure that your sentences arent too long, otherwise
the reader is likely to lose the thread of your argument.
There should be one idea per sentence. If a sentence
is too long you may be trying to convey too much
information in it.
Use inverted commas around words or phrases that you
use in an unusual or contentious way.
31 8 Improving your written English Improving your written English
Improving your written English
Many students worry about expressing themselves accurately and
clearly in assignments. Developing a good writing style sometimes
takes years of practice.
8.1 Writing for university
Although academic English is different from everyday written English,
the ability to write in an academic style is something that you learn
as part of your university study. Dont expect to be able to write
in academic English until you have read a number of your course
materials, learned some of the terms and begun to write about your
subject.
At the beginning of your studies you wont be expected to produce
perfectly written assignments. Level 1 courses are geared towards
helping you start writing for university and your tutor will help you
develop your writing skills.
As you progress through Level 2 and Level 3 courses you will find
that greater assignment writing skills are expected of you. You will
still be given guidance on writing skills where necessary, however,
feedback will concentrate more on the content of your assignment
rather than your basic writing skills.
The Skills for OU Study website gives guidance in completing
assignments at university level.
8.2 Grammar, spelling and punctuation Grammar, spelling and punctuation Grammar, spelling and punctuation
There are plenty of helpful resources if you are worried about
your grammar and spelling. Find a comprehensive dictionary and
thesaurus to help you check spelling and find new words to use
some are available online. The spell check facility in your word
processor can be very useful, but do be careful about relying on the
spell check unthinkingly as you need to be sure the correct word is in
place.
Skills for OU Study includes links to useful websites to help you with
spelling and grammar.
8
32 Preparing Assignments
8.3
Feedback on your assignments will help you to develop your writing
skills. Read the comments carefully. They will help you develop your
skills in communicating your ideas. Take time to refer back to what
you did in the light of the feedback and see whether you can apply
that advice to the next assignment. Dont lose marks needlessly by
repeating errors that you can easily put right. If youre not sure about
any of the comments, or how they affected your marks, ask your tutor
for clarification. You could also contact the Learner Support team at
your regional centre; they may offer learning skills workshops or even
one-to-one sessions to help you improve.
Feedback on your
assignments will
help you to develop
your writing skills.
ISBN 978-0-7492-1265-0